Average Full Scale IQ Research Articles

Deterioration of intelligence in methamphetamine‐induced psychosis: Comparison with alcohol dependence on WAIS‐III

Long-term use of methamphetamine could induce psychosis, but consequences with regards to intelligence have seldom been investigated. Long-term use of alcohol could also result in intellectual deterioration. The IQ of 34 methamphetamine-induced psychosis (MIP) patients (age, 28.7 +/- 6.1 years) and 34 alcohol-dependent (AD) patients (age, 40.7 +/- 7.3 years) was compared using the Chinese version of the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). The average full-scale IQ, verbal IQ, performance IQ, verbal comprehension index, working memory index, perceptual organization index, and processing speed index was 82.3 +/- 10.8, 84.3 +/- 11.9, 81.9 +/- 12.1, 85.5 +/- 11.9, 84.7 +/- 12.5, 85.4 +/- 13.6, and 78.5 +/- 12.7 in MIP patients and 90.5 +/- 12.0, 95.2 +/- 11.3, 86.0 +/- 13.7, 95.5 +/- 11.0, 87.1 +/- 14.5, 96.2 +/- 13.1, and 84.5 +/- 15.0 in AD patients, respectively. There were six MIP patients (17.6%) whose full-scale IQ was <70 and 13 (38.2%) whose full-scale IQ was <85 and >70, while one AD patient had a full-scale IQ <70 (2.9%) and 10 (22%) had full-scale IQ <85 and >70. Long-term use of methamphetamine can result not only in psychosis, but also in mentality deterioration. Intelligence deterioration is more severe in clinical MIP patients than AD patients. Assessment of the mentality of MIP patients is suggested to help with the implementation of rehabilitative programs for these patients.

Surgery: All Ages

Surgery: All Ages

Education, Wechsler's Full Scale IQ, and g

The scientific construct of general intelligence ( g) rests on the correlations among test scores, while IQ rests on the summation of standardized scores. Although IQ is usually considered a fine-grained proxy measure of general intelligence, IQ is actually an arbitrary variable (intelligence in general) not a scientific construct (general intelligence). This study examines the question of whether or not average Full Scale IQ (FSIQ) differences between groups that differ in their academic level can be attributed to g, because IQ results from g plus a mixture of specific cognitive abilities and skills. The Spanish standardization sample of the Wechsler Adult Intelligence Scale (WAIS-III) is analyzed. The sample comprised 703 females and 666 men aged 15–94 drawn as representative of the population in forms of educational level and geographical location. The results support the conclusion that the Wechsler FSIQ does not directly or exclusively measure g across the full range of the population distribution of intelligence. There is no significant association between the scientific construct of general intelligence ( g) and the differences in intelligence in general (IQ) assessed by the WAIS-III. Some theoretical conclusions are stated as consequence of this lack of association.

Cognition, attention, and behavior in Prader-Willi syndrome.

We studied the academic, cognitive, and behavior profile of 18 patients with Prader-Willi syndrome. All had severe learning disabilities in arithmetic and writing, and the majority were also dyslexic. Their average Full-Scale IQ was 73.7 +/- 8.9, which was 1 SD below normal range, whereas their performance on executive, memory, and visuospatial tasks ranged from 2.1 to 7.0 SD below the expected means. Behavioral problems were measured using the Child Behavior Checklist, on which the majority scored in the pathologic range for social and attention problems, delinquent and aggressive behavior, somatic complaints, and thought problems. Genotypes of the children did not predict cognitive or behavioral profile, nor could behavior be associated with parameters of weight or IQ. In summary, we found that patients with Prader-Willi syndrome have profound learning disabilities and cognitive deficits, greater than expected for their IQ. Behavioral problems, including attention-deficit hyperactivity disorder (ADHD), are also prevalent and impede the overall management of this group of patients. The genotypes were not helpful in predicting cognitive or behavioral patterns.

ADHD and Reading Disabilities

Data suggest that children with reading disability (RD) and non-RD children with attention-deficit/hyperactivity disorder (ADHD) may comprise distinct subgroups. Research has been hampered by variance in definitional criteria, which results in the study of different subgroups of children. Using cluster analysis, this study empirically divided children with ADHD (N = 54), based on their Full Scale IQ (FSIQ) and reading ability. Four distinct subgroups emerged in which cognitive, behavioral, and neurochemical function was compared. Cluster 1 was of average FSIQ and reading scores; Cluster 2 was of average FSIQ but showed impairment in reading; Cluster 3 had high FSIQ and reading scores; and Cluster 4 had low scores in both domains. The groups had different patterns of cognitive, behavioral, and neurochemical function, as determined by discrepancies in Verbal-Performance IQ, academic achievement scores, parent aggression ratings, and a measure of noradrenergic function. These distinctions are discussed with regard to etiology, treatment, and long-term outcome.

WMS-R and MAS Correlations in a Neuropsychological Population

The present study was an attempt to examine the relationship between the Wechsler Memory Scale-Revised (WMS-R; Wechsler, 1987) and the Memory Assessment Scale (MAS; Williams, 1991). The sample consisted of 51 patients referred for neuropsychological examination. Average age was 55.29 ( SD = 20.94). Average education was 11.94 years ( SD = 3.18). Average Full Scale IQ was 94.75 ( SD = 15.44). The results showed that no MAS index correlated higher than .60 with any of the WMS-R indices. There was minimal specific prediction between instruments across each memory domain. Agreement between the tests clinically was low as well. Corrections for such factors as age, education, intelligence or diagnosis lowered the relationships between the tests although not significantly. Corrections to the correlations for the inherent reliability of each test increased correlations between the tests but still resulted in a maximum common variance of 56% (for the visual measures) down to 40% (for General Memory). These results are consistent with the argument that “general memory” is not as useful a construct as that of “general intelligence” and that these tests of general memory measure different underlying constructs. This has important impact on how we conceive and report memory test results.

Adaptive Functioning in Children With Attention-Deficit Hyperactivity Disorder

To evaluate the utility of the Vineland Social Adaptive Scale (Vineland) in measuring social adaptive functioning in children with attention-deficit hyperactivity disorder (ADHD). Cross-sectional group comparison. Multidisciplinary hyperactivity and learning problem clinic at a tertiary referral center in Chicago, Ill. One hundred four school-age children with ADHD. None. The Vineland was administered to the study population. Despite average full-scale IQ scores (mean [+/- SD], 101 +/- 6), the children with ADHD had Vineland standard scores in the borderline to low-average range (73 +/- 14). The discrepancy between the Vineland standard scores and the full-scale IQ scores increased with increasing age and IQ. Children with ADHD referred to a tertiary attention problem clinic displayed significant social adaptive dysfunctioning on the Vineland. The evaluation of children with ADHD should include assessment of adaptive skills, and treatment planning for children with ADHD should include the identification of social and adaptive deficiencies when therapeutic goals are established.

Neuropsychological abilities of children with epilepsy.

One hundred eighteen epileptic children, aged 6-15 years, underwent detailed neuropsychological testing including the Wechsler Intelligence Scale for Children-Revised and the age-appropriate Halstead-Reitan battery. Eight had classical absence seizures only, eight had classic absence seizures and generalized tonic-clonic seizures, 30 had generalized tonic-clonic seizures only, 31 had partial seizures only, 20 had partial seizures and generalized seizures, 15 had atypical absence seizures, and five had minor motor seizures. A control group of 100 children without seizures, matched to the general population for intelligence and matched to the seizure cases for age, underwent identical testing. The Wechsler full-scale intelligence quotient (FSIQ) of cases was significantly (p = 0.01) lower than that of controls and was related to seizure type. Children with minor motor or atypical absence seizures had the lowest average FSIQ (70 and 74, respectively). All seizure types were associated with below-control intelligence except classic absence only. Intelligence was also correlated with degree of seizure control. A highly significant inverse correlation between years with seizures and intelligence was found (p less than 0.0001). A rating of neuropsychological impairment, derived from all measures of brain function, was assigned to each child. Epileptic children had significantly more impairment than controls (p less than 0.0001). Children with seizures had been placed in special education or had repeated a grade in school almost twice as frequently as controls (p less than 0.001). Even though often placed in a class of younger children, their academic achievement was behind grade placement more often than in controls.(ABSTRACT TRUNCATED AT 250 WORDS)

Validity of the Verbal IQ as a short form of the Wechsler Adult Intelligence Scale-Revised.

Assessed the validity of the Verbal IQ as a short form of the WAIS-R. Ss were 104 psychiatric patients with means for age, education, and Full Scale IQ of 36.22 (SD = 9.04), 12.46 (SD = 1.98), and 93.94 (SD = 12.19), respectively. A correlation of .93 (p less than .001) between the Verbal and Full Scale IQs was found. The average Verbal IQ exceeded the average Full Scale IQ by a small (i.e., 1.65 IQ points) but statistically significant amount (p less than .001). Thirty-three (32%) Ss showed changes in their intelligence categories when the Verbal IQ was compared to the Full Scale IQ. However, when the Verbal IQ was banded by the standard error of measurement (SEM = +/- 3) and the precision range was compared to the Full Scale IQ, results indicated 88% agreement. If clinicians must rely on the Verbal IQ as an estimate of the Full Scale, reporting the score in conjunction with a precision range will increase its accuracy.

The generalizability of verbal IQ as an estimate of full scale IQ on the Wechsler Adult Intelligence Scale.

To assess the validity of the Verbal IQ as a short form for the WAIS, 231 high-IQ outpatient test protocols were analyzed. Correlations between Verbal and Full Scale IQ were positive and significant for both males and females. The average Verbal IQ exceeded the average Full Scale IQ for both sexes as well, but these differences were small. A high percentage of Full Scale IQ classifications were changed when Verbal IQ was used. Thus, Verbal IQ appears partially valid as a WAIS short form for this higher IQ outpatient population. Results are interpreted in terms of Resnick and Entin's short form validity criteria.